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Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, module 6 is designed to introduce administrators to the Career Education Inventory, which has been developed specially for Hawaii, and which deals with techniques to develop a formative evaluation system for individual schools. (Module 6 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 6 contains one lesson dealing with evaluation of student progress, student self-kept records, the instructional program, and community resources. It includes two activities designed to familiarize the administrator with the evaluation instruments designed for the Hawaii career education continuum. Appendixes contain Forms B and C of the Student Growth Assessment of Career Development Inventory. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this second section (5.2) of module 5 (implementation--for administrators) centers on aiding in the implementation of a career education curriculum. Module 5 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. Module 5.2 contains three lessons. Lesson 1 focuses on the community as a source for the development of curriculum materials and includes materials on using community resources as part of the curriculum, using the community as curriculum, onsite visitations, a sample of onsite visitation forms, and a resource inventory. Lesson 2 consists of criteria for evaluating career education materials, an evaluation form, and a materials section which contain 46 1-page evaluations of specific commercially prepared career education materials. Lesson 3 is designed to demonstrate to principals one action plan for infusing career education into an elementary school curriculum. Appendixes contain a directory of resource personnel for vocational-technical programs in Hawaii, and an example of a business information packet prepared for educators. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this first section (5.1) of module 5 (implementation--for administrators) contains readings and activities on the major components in a system of observation and instructional improvement through the supervision of teaching. (The other section of module 5 deals with curriculum evaluation. Module 5 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phrase career education project in Hawaii.) Module 5.1 contains a lesson which presents in outline form the responsibilities of the school administrator as the basis for supervision including procedures for supervision of teaching, classroom observation, and formal conferences. Readings are concerned with the following issues: Assessing the status of teacher evaluation programs in career education, nondirective supervisory conferences, and role conflict and self-concept in dealing with teachers. Three activities are included as well as a summary of the responses of one group of participants. A supervision bibliography is included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this third section (4.3) of Module 4 (Planning) explores some possibilities in developing schedules which will enhance the potential of career education. (The other three sections of module 4 deal with planning for curriculum infusion, resource allocation, and community involvement. Module 4 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 4.3 contains two lessons. The content of Lesson 1 is directed toward elementary school administrators. It contains various scheduling considerations for the infusion, the use of community personnel at the schools, and schedules which can accommodate off-campus activities. The content of Lesson 2 is directed toward the intermediate and secondary school administrators with the goal of achieving awareness of possible scheduling problems in secondary schools which may affect career education activities and of recognizing possible solutions. The reading selection for this module discusses the opening of the self-contained classroom. Eleven examples of schedules and a brief bibliography on scheduling are included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this fourth section (4.4) of module 4 (Planning) consists of a series of suggested readings and activities to aid the administrator and staff in developing a supportive environment in their community for career education. (The other three sections of module 4 deal with planning for curriculum infusion, resource allocation, and scheduling. Module 4 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 4.4 contains readings which deal with the following topics: Communicating the career education concept, advisory committee on career education, involving the community and its resources, and goals and strategies. Five activities deal with school community relations. A brief community relations bibliography is included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this second section (4.2) of module 4 (Planning) focuses on the involvement of the faculty and staff in financial program planning for shifting resources to coincide with the implementation of career education. (The other three sections of module 4 deal with planning for curriculum infusion, scheduling, and community involvement. Module 4 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 4.2 contains two lessons and includes a reading section on the purpose of cost analysis. Lesson 1 has two sub-parts, a planning component and a resource shifting component. The planning component relates to the process of identifying resources, determining priorities, and making decisions. The shifting component involves the budget and expenditure plan which are used to achieve priorities and to serve as a fiscal control mechanism. Lesson 2 is structured to help administrators recognize the socio-political ramifications of shifting resources. A bibliography is included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this first section (4.1) of module 4 (Planning) is designed to assist principals and other school administrators to develop plans for curriculum preparation and infusion of career education. (The other three sections of module 4 deal with planning for resource allocation, for scheduling, and for community involvement. Module 4 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. The first two are common while the balance are specific to either counselors or administrators.) Module 4.1 contains three lessons with activities and readings. Lesson 1 is concerned with the scope and sequence of the curriculum planning and how administrators can utilize it; a portion is devoted to assisting teachers to participate in the school level planning of career education activities. In Lesson 2 five examples are presented to illustrate the infusion concept and process. Issues addressed in Lesson 3 include sex role stereotypes, values determination, sex stereotypes in the classroom, sex discrimination in schools, teacher attitudes and values, and the role of values in career education. A bibliography of periodical literature on values in career education is included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this section of module 3 is designed to identify change strategies to help the principal motivate teachers to accept the concept of career education. (Module 3 is one of six modules for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii.) Module 3 contains three sections. The first section is a repeat of the information module, (module 1) and the second a repeat of the orientation module (module 2); the principal now works with the teachers using the same format and readings by which he developed an understanding of career education and specifically of career education in Hawaii. The third section (this volume) is a lesson in the concept of change theory as related to teaching. It illustrates the techniques necessary for creating a climate for successful intervention. Major contents are introductory readings on change theory, readings on administrator awareness of change, and readings on change for staff development. A bibliography on change strategy is included. (TA)

Part of a 13-volume series designed to be used as a group inservice or a self-learning system to train school administrators and counselors for their role in career education, this module focuses on the factors which have led to the growth of the career education concepts. The module is one of six for administrators and four for counselors developed in Phase IV of a five-phase career education project in Hawaii. (A minimum of 20 to 30 workshop hours is suggested for the total program.) Module I contains a list of eight goals for the module, a suggested format and time frame (8 hours total) for activities (readings, exercises, etc.) related to each goal, and readings for participants on the following topics: Educational problems of youth, frustrations of youth who do not fit traditional patterns of educational expectations, concerns of various publics and business organizations toward the educational training of students, trends in career possibilities in Hawaii, cultural and social implications of careers, the evolutionary course of career education involving schools in the solution of these problems, components which make up the philosophy of career education, what other school districts have done in implementing this concept, and the Hawaii model for career education. A bibliography is included. (TA)